Effectiveness of Gamification Elements in Blended Learning Environments

Year 2019, Volume: 20 Issue: 3, 119 - 142, 01.07.2019

Can Mese , Ozcan Ozgur Dursun

https://doi.org/10.17718/tojde.601914

Cited By: 22

Abstract

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.

Keywords

Gamification, blended learning, community of inquiry, motivation

References

• Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamalari (SPSS Applications in Social Sciences). Istanbul: Ideal Kultur Yayincilik. Al‐Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended and e‐learning on students’ achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234. Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3), 133-136. Barata, G., Gama, S., Jorge, J., & Goncalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning Environments, 2(1), 1-23. Bell, K. R. (2014). Online 3.0 the rise of the gamer educator the potential role of gamification in online (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1615085697). Bowser, A., Hansen, D., He, Y., Boston, C., Reid, M., Gunnell, L., & Preece, J. (2013). Using gamification to inspire new citizen science volunteers. Proceedings of the first international conference on gameful design, research, and applications. New York: ACM, s.18-25. 137 Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers and Education, 55(2), 566-575. Buyukozturk, S., Kilic Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2014). Bilimsel arastirma yontemleri (Scientific Research Methodology). Ankara: Pegem Akademi Yayincilik. Caputo, M. G. (2010). Undergraduate mathematics students’ attitudes towards online mathematics education and achievement in a hybrid calculus (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 756255034). Chang, C. C., Shu, K. M., Liang, C., Tseng, J. S., & Hsu, Y. S. (2014). Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? The International Review of Research in Open and Distributed Learning, 15(2), 213-231. Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. (4th edition). Los Angles, London, New Delhi, Singapore, Washington: Sage. Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers & Education, 78, 66-77. Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: documenting the perspectives and experiences of students and educators. Computers and Education, 88, 72-83. Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win competition and intrinsic motivation. Personality and social psychology bulletin, 7(1), 79-83. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere: ACM, s. 9-15. Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9). 2-36. Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology, & Society, 18(3), 75–88. Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernandez-Sanz, L., Pagés, C., & Martínez-Herraiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380-392. Draffan, E. A. & Rainger, P. (2006). A model for the identification of challenges to blended learning, ALT-J, 14(1), 55-67 Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100. Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2011). How to design and evaluate research in education. (8th ed.). New York: McGrawHill. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. 138 Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: John Wiley, & Sons. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87-105. Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9. Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410. Golding, C. (2015). The Community of inquiry: blending philosophical and empirical research. Studies in Philosophy and Education, 34(2), 205-216. Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2014). Developing models and theory for blended learning research. Blended learning: Research perspectives, 2, 13-33. Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34. Hamari, J. (2013). Transforming homo economicus into homo ludens: A field experiment on gamification in a utilitarian peer-to-peer trading service. Electronic commerce research and applications, 12(4), 236-245. Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71. 469-478. Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Behavior, 40, 133-143. Hamari, J., Hassan, L., & Dias, A. (2018). Gamification, quantified-self or social networking? Matching users’ goals with motivational technology. User Modeling and User-Adapted Interaction, 28(1), 35-74. Hamza, M. F. (2015). Effectiveness of using blended learning versus traditional teaching on the nursing students’ performance (Masters thesis, Cairo: Ain Shams University). Retrieved from http://www. philadelphia.edu.jo/newlibrary/eng/english-books/671-english-books/102213-engb-102213 Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152-161. Harman, K., Koohang, A., & Paliszkiewicz, J. (2014). Scholarly interest in gamification: a citation network analysis. Industrial Management & Data Systems, 114(9), 1438-1452. Hebebci, M. T., & Ertugrul, U. (2015). Turkiye’de harmanlanmis ogrenme egilimleri: bir literatur calismasi. Adiyaman University Journal of Social Sciences, 19, 195-219. Hoic-Bozic, N., Dlab, M. H., & Mornar, V. (2016). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39-44. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. So, H. J., & Seo, M. (2018). A systematic literature review of gamebased learning and gamification research in Asia from: Routledge International Handbook of Schools and Schooling in Asia Routledge. Accessed on: 26 Jan 2019 139 Islam, A. N., & Azad, N. (2015). Satisfaction and continuance with a learning management system: Comparing perceptions of educators and students. The International Journal of Information and Learning Technology, 32(2), 109- 123. Kanchanamala, P., & Muppidi, S. (2016). SIPAI: An integrated learning model of self learning, inquiry based, problem solving, activity based, and instructional learning for engineering education. In Advanced Computing (IACC), 2016 IEEE 6th International Conference on (pp. 820-824). IEEE. Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: John Wiley, & Sons. Karatas, E. (2014). Egitimde oyunlastirma: arastirma egilimleri. Journal of Kirsehir Education Faculty (KEFAD), 15(2), 315-333. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, Dordrecht, Heidelberg, London: Springer Science & Business Media. Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition, and Learning, 6(2), 79-104. Keller, J. M. (2016). Motivation, learning, and technology: applying the ARCS-V motivation model. Kidd, T. T. (2010). A brief history of eLearning. T. T. Kidd (Ed.), Online Education and Adult Learning: New Frontiers for Teaching Practices icinde (s. 46-53). Hershey, New York: IGI Global. Participatory Educational Research (PER), 3(2), 1-13. Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. Kuo, M. S., & Chuang, T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination-An empirical study. Computers in Human Behavior, 55, 16-27. Kutu, H., & Sozbilir, M. (2011). Ogretim materyalleri motivasyon anketinin Turkce’ye uyarlanmasi: guvenirlik, & gecerlik calismasi. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 5(1), 292-312. Landers, R. N., Bauer, K. N., & Callan, R. C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508-515. Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146-147. Lieberoth, A. (2015). Shallow gamification testing psychological effects of framing an activity as a game. Games and Culture, 10(3), 229-248. Lonn, S., Teasley, S. D., & Krumm, A. E. (2011). Who needs to do what where?: Using learning management systems on residential vs. commuter campuses. Computers and Education, 56(3), 642-649. MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological methods, 1(2), 130. Macfadyen, L. P., & Dawson, S. (2012). Numbers are not enough. why e-learning analytics failed to inform an institutional strategic plan. Educational Technology, & Society, 15 (3), 149–163. Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. In 2nd International GamiFIN Conference, Pori, Finland (pp. 21-23). Marczewski, A. (2015). Even ninja monkeys like to play: gamification, game thinking, & motivational design. Gamified UK. 140 McKernan, B., Martey, R. M., Jennifer Stromer-Galley, Kenski. K., Clegg, B. A., Folkestad, J. E., … Strzalkowski, T. (2015). McKWe don’t need no stinkin’badges: The impact of reward features and feeling rewarded in educational games. Computers in Human Behavior, 45, 299-306. Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. Mekler, E. D., Bruhlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71. 525–534. Mert, Y., & Samur, Y. (2018). Students’ Opinions Toward Game Elements Used in Gamification Application. Turkish Online Journal of Qualitative Inquiry, 9(2), 70-101. Miller, M. D., Linn, R. L., & Gronlund, E. N. (2009). Measurement and assessment in teaching. NJ: Pearson Education Group. Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3 (2), 1–6. Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23. Nsibande, G. N. (2014). Face-to-face, print–based or e-learning? a case study of ict integration in alternative instructional modalities at the university of swaziland (Doctoral dissertation, Johannesburg, South Africa: The University of Witwatersrand). Retrieved from http://www.philadelphia.edu.jo/ newlibrary/eng/english-books/671-english-books/102213-engb-102213 O’Donovan, S. (2012). Gamification of the games course. Acesso em, 17, 1-8. O’Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-level games development course. The South African Institute for Computer Scientists and Information Technologists Conference, East London: ACM, s. 242-251. Ozdamar, K. (2004). Paket programlarla istatistiksel veri analizi( Statistical Data Analysis in SPSS). Eskisehir: Kaan Kitabevi. Ozgur, H., Cuhadar, C., & Akgun, F. (2018). Egitimde Oyunlastirma Arastirmalarinda Guncel Egilimler. Kastamonu Universitesi Kastamonu Egitim Dergisi, 99 (99), 1-9. Ozhan, S. C., & Kocadere, S. A. (2019). The Effects of Flow, Emotional Engagement, and Motivation on Success in a Gamified Online Learning Environment. Journal of Educational Computing Research. Online first. 1-26. doi: 10.1177/0735633118823159. Ozturk, E. (2012). Arastirma toplulugu olceginin Turkceye uyarlanmasi: gecerlik ve guvenirlik calismasi (An Adaptation of the Community of Inquiry Index: The Study of Validity and Reliability). Ilkogretim Online, 11(2). 408-422. Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2016). The effect of blended instruction on accelerated learning. Technology, Pedagogy and Education, 25(3), 269-286. Rachels, J. R. & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy, Computer Assisted Language Learning, 31 (1-2), 72-89. doi: 10.1080/09588221.2017.1382536 Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33. Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380 Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29, 75-90. 141 Seixas, L. d., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63. Senemoglu, N. (2011). Gelisim ogrenme, & ogretim: Kuramdan uygulamaya (19th edition). Ankara: Pegem Akademi Yayincilik. Sharma, S., Mukherjee, S., Kumar, A., & Dillon, W. (2005). A simulation study to investigate the use of cutoff values for assessing model fit in covariance structure models. Journal of Business Research, 58(1), 935-43. Shea, P. ve Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers and Education, 59(2), 316-326. Smith, J. G., & Suzuki, S. (2015). Embedded blended learning within an Algebra classroom: a multimedia capture experiment. Journal of Computer Assisted Learning, 31(2), 133-147. So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: relationships and criticalfactors. Computers and Education, 51(1), 318–336. Song, H., Kim, J., Tenzek, K. E., & Lee, K. M. (2013). The effects of competition and competitiveness upon intrinsic motivation in exergames. Computers in Human Behavior, 29(4), 1702-1708. Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Retrieved October 12, 2018 http:// files.eric.ed.gov/fulltext/ED535180.pdf. Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268-286. Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206. Sumer, N. (2000). Yapisal esitlik modelleri: Temel kavramlar, & ornek uygulamalar. Turkish Journal of Psychology, 3(6), 49–74. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston, MA: Pearson. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28. Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of personality and social psychology, 86(6), 849-861. Torrisi-Steele, G., & Drew, S. (2013). The literature landscapeof blended learning in higher education: the need for better understanding of academic blended practice. International Journal for Academic Development, 18(4), 371-383. Tuysuz, C., & Balaman, F. (2011). Harmanlanmis ogrenme modelinin 7. sinif ogrencilerinin fen, & teknoloji dersindeki basarilarina, tutumlarina, & motivasyonlarina etkisinin incelenmesi(Researching the effect of blended learning model on the science and technology course success, attitudes and motivations of 7th class students). Bati Anadolu Egitim Bilimleri Dergisi (BAED), 2(4), 75-90. Utomo, A. Y., Amriani, A., Aji, A. F., Wahidah, F. R., & Junus, K. M. (2014). Gamifìed e-learning model based on community of inquiry. In Advanced Computer Science and Information Systems (ICACSIS), 2014 International Conference on (pp. 474-480). IEEE. Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: Athabasca University Press. Vaughan, N., & Garrison, D. R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and higher education, 8(1), 1-12. 142 Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. London: Sage. Werbach, K., & Hunter, D. (2012). For the win: how game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press. Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86-92. Yilmaz, M., & O’Connor, R. (2016). A Scrumban integrated gamification approach to guide software process improvement: a Turkish case study. Tehnicki Vjesnik (Technical Gazette), 23(1), 237-245. Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633- 659. Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.